Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.15
Carla Muñoz, Benjamín Lira, A. Lizama, Jorge Valenzuela, Patricia Sarlé
Even though play has been widely recognized as a social and cultural practice where children naturally learn, evidence shows that international school practices have tended to reduce spaces for play, relegating it to nearly sporadic levels. Teaching practices in initial education have become increasingly scholastic; despite being recognized as a foundational principle, play has been left to the side of central learning activities, which may affect the development of children. For Chile, a country where standardized assessments have permeated the entire educational system, research has reported a schema of classes centered on adulthood that progressively structure and stiffen classroom activities. Play makes its appearance only as an instructional resource (instructional play), and does so with no measurable certainty of its effectiveness on impacting learning. Given such a gap in the literature regarding how teachers understand play-based education and their motivations toward implementing it at school, this work aimed to explore teacher motivations toward game-based learning in educational contexts under a mixed-methods sequential design. The first stage of the research design surveyed 221 primary education teachers (87.8 % women; average, 29.05 years ± SD 8.74; average teaching experience, 3.67 years ± SD 6.15) with the Motivation Scale for the use of educational games (Munoz & Valenzuela, 2014) based on the Expectancy Value motivational theory. In the second stage, four focus groups were formed to inquire about the conceptions that these teachers hold regarding play in school settings. Focus group participants were, in total, 29 currently-active primary education teachers (6 men, and 23 women; average age, 41 years ± SD 11.16). Quantitative results show high valuation for different components of motivation, though with significant differences. The most valued dimension corresponded to utility , while the least were expectancy and cost components. No differences were observed by sex or by years of professional experience. These results are consistent with teacher self-reports, who indicate that time, cost, and lack of knowledge in implementing games are inhibiting factors for effective inclusion in the classroom. Moreover, teachers tended not to recognize themselves as players, or engage in play with students; rather, they believe their function is to observe and monitor to maintain order. Within costs , teachers also included loss of control in the classroom as a relevant element: the freedom (or even chaos) that classroom play can lead to is seen as a threat to the teacher. Additionally, teachers have a vague, non-specific –or even idealized– conception of games. They may see play as a series of classroom activities that are decidedly not within educational play; or, even if characterizing games as spontaneous, voluntary, dynamic, and entertaining activities, do not recognize these attributes when placing games in educational contexts. Indeed
{"title":"Motivación docente por el uso del juego como dispositivo para el aprendizaje","authors":"Carla Muñoz, Benjamín Lira, A. Lizama, Jorge Valenzuela, Patricia Sarlé","doi":"10.16888/interd.2019.36.2.15","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.15","url":null,"abstract":"Even though play has been widely recognized as a social and cultural practice where children naturally learn, evidence shows that international school practices have tended to reduce spaces for play, relegating it to nearly sporadic levels. Teaching practices in initial education have become increasingly scholastic; despite being recognized as a foundational principle, play has been left to the side of central learning activities, which may affect the development of children. For Chile, a country where standardized assessments have permeated the entire educational system, research has reported a schema of classes centered on adulthood that progressively structure and stiffen classroom activities. Play makes its appearance only as an instructional resource (instructional play), and does so with no measurable certainty of its effectiveness on impacting learning. Given such a gap in the literature regarding how teachers understand play-based education and their motivations toward implementing it at school, this work aimed to explore teacher motivations toward game-based learning in educational contexts under a mixed-methods sequential design. The first stage of the research design surveyed 221 primary education teachers (87.8 % women; average, 29.05 years ± SD 8.74; average teaching experience, 3.67 years ± SD 6.15) with the Motivation Scale for the use of educational games (Munoz & Valenzuela, 2014) based on the Expectancy Value motivational theory. In the second stage, four focus groups were formed to inquire about the conceptions that these teachers hold regarding play in school settings. Focus group participants were, in total, 29 currently-active primary education teachers (6 men, and 23 women; average age, 41 years ± SD 11.16). Quantitative results show high valuation for different components of motivation, though with significant differences. The most valued dimension corresponded to utility , while the least were expectancy and cost components. No differences were observed by sex or by years of professional experience. These results are consistent with teacher self-reports, who indicate that time, cost, and lack of knowledge in implementing games are inhibiting factors for effective inclusion in the classroom. Moreover, teachers tended not to recognize themselves as players, or engage in play with students; rather, they believe their function is to observe and monitor to maintain order. Within costs , teachers also included loss of control in the classroom as a relevant element: the freedom (or even chaos) that classroom play can lead to is seen as a threat to the teacher. Additionally, teachers have a vague, non-specific –or even idealized– conception of games. They may see play as a series of classroom activities that are decidedly not within educational play; or, even if characterizing games as spontaneous, voluntary, dynamic, and entertaining activities, do not recognize these attributes when placing games in educational contexts. Indeed","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132673992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.6
Felipe Muller, F. Bermejo, Jazmín Cevasco
El desarrollo de estudios en torno a la memoria colectiva da lugar a la consideracion de nuevas elaboraciones y distinciones en su composicion. De estas ultimas, hay dos que son relevantes al presente estudio. La primera, en relacion a la fuente del recuerdo, distingue entre una memoria comunicativa y una memoria cultural. La segunda, en relacion al tipo de recuerdo, distingue entre la memoria colectiva semantica vivida (MCSV) y la memoria colectiva semantica distante (MCSD). Tambien se considera la forma de afectacion que han tenido los hechos sobre los participantes y la autocategorizacion ideologica/politica de los participantes. El presente estudio aborda como los factores tipo de recuerdo, afectacion e ideologia influyeron en el contenido del recuerdo colectivo de la crisis de 2001, considerando a los temas/ideas principales. 80 participantes respondieron a una tarea de recuerdo libre. Se llevaron a cabo multiples Analisis de la Varianza (ANOVAs). Los resultados muestran que los distintos grupos (MCSV y MCSD; Afectados Directamente e Indirectamente; Derecha e Izquierda) comparten los mismos contenidos, caracterizados por una descripcion de hechos y por una ausencia de contextualizacion de los mismos. Las pocas diferencias tienden a mostrar un clima emocional y social de la epoca, ofrecido por aquellos participantes con recuerdos vividos y afectados indirectamente. No se encontraron diferencias en funcion de la autocategorizacion ideologica/politica. Esta falta de diferencias se explicaria por las caracteristicas propias de una memoria a predominio comunicativo, como la de la crisis de 2001, que no promoveria la elaboracion de contextos en la memoria colectiva.
{"title":"La memoria comunicativa y los temas de la memoria colectiva de la crisis de 2001 en Argentina, según generaciones, ideología política y afectación","authors":"Felipe Muller, F. Bermejo, Jazmín Cevasco","doi":"10.16888/interd.2019.36.2.6","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.6","url":null,"abstract":"El desarrollo de estudios en torno a la memoria colectiva da lugar a la consideracion de nuevas elaboraciones y distinciones en su composicion. De estas ultimas, hay dos que son relevantes al presente estudio. La primera, en relacion a la fuente del recuerdo, distingue entre una memoria comunicativa y una memoria cultural. La segunda, en relacion al tipo de recuerdo, distingue entre la memoria colectiva semantica vivida (MCSV) y la memoria colectiva semantica distante (MCSD). Tambien se considera la forma de afectacion que han tenido los hechos sobre los participantes y la autocategorizacion ideologica/politica de los participantes. El presente estudio aborda como los factores tipo de recuerdo, afectacion e ideologia influyeron en el contenido del recuerdo colectivo de la crisis de 2001, considerando a los temas/ideas principales. 80 participantes respondieron a una tarea de recuerdo libre. Se llevaron a cabo multiples Analisis de la Varianza (ANOVAs). Los resultados muestran que los distintos grupos (MCSV y MCSD; Afectados Directamente e Indirectamente; Derecha e Izquierda) comparten los mismos contenidos, caracterizados por una descripcion de hechos y por una ausencia de contextualizacion de los mismos. Las pocas diferencias tienden a mostrar un clima emocional y social de la epoca, ofrecido por aquellos participantes con recuerdos vividos y afectados indirectamente. No se encontraron diferencias en funcion de la autocategorizacion ideologica/politica. Esta falta de diferencias se explicaria por las caracteristicas propias de una memoria a predominio comunicativo, como la de la crisis de 2001, que no promoveria la elaboracion de contextos en la memoria colectiva.","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129909651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.12
Florencia Stelzer, M. Andrés, I. Introzzi, Lorena Canet-Juric, S. Urquijo
Learning fractions presents large difficulties for many children and adults. This is a serious problem, because different studies have shown that fraction knowledge predicts advanced mathematics, like algebra. Adult mathematic knowledge is related to employment opportunities, participation in high-skills occupations and economic and social well-being. Therefore, since fractions represent a backbone in mathematics achievement, understanding the factors that explain fractions learning is very important. Some theories of numerical cognition propose that general cognitive factors, like attention or working memory, contribute to learning mathematics. However, recent research has shown different and contradictory results about which cognitive factors are involved in fraction learning. Identifing the cognitive factors that explain fraction knowledge could lead to early identification of children with potential math learning difficulties and the development of interventions to improve their achievement. Therefore, the aim of this article is to perform a systematic literature review to analyze the relationship among some cognitive factors and fraction knowledge. A systematic literature search could define the state of the art on this topic, identify possible sources of controversy among studies, analyze those reasons to recognize points of agreement and discrepancy among studies and direct all this information towards future research lines. A systematic search of empirical articles was done on Education Research Complete, ERIC, MEDLINE Primary Search, PsycARTICLES, and PsycINFO databases. Search was carried out on September of 2017, with keywords in Spanish and their translation into English. Search terms were “fractions” (“fracciones”) and “cognitive ability” (“habilidad cognitiva”), “cognitive processes” (“procesos cognitivos”), “working memory” (“memoria de trabajo”), “attention” (“atencion”), “intelligence” (“inteligencia”), “speed of processing” (“velocidad de procesamiento”), “inhibition” (“inhibicion”) and “language” (“lenguaje”). Articles inclusion criteria were: (a) empirical studies, (b) with scholar age samples (6-18 years old), (c) published on peer review journals, (d) written in spanish or english. Thirteen publications were selected. They agree about attention predicting conceptual and procedural knowledge of fractions between fourth and sixth grade, (b) language and fluid intelligence explains conceptual knowledge of fractions in the initial stage of its systematic teaching, (c) central executive predicts fractions concepts in advanced levels of fraction instruction but not in the initial stages of learning, (d) central executive and fluid reasoning does not predict procedural fraction knowledge when other cognitive factors and mathematical abilities, like attention or whole number calculation skills, are included in the explanation models. In broad terms, these results are in line with some theoretical models of numerical cognition and su
学习分数对许多儿童和成人来说都是很大的困难。这是一个严重的问题，因为不同的研究表明，分数知识预示着高等数学，比如代数。成人的数学知识与就业机会、高技能职业的参与以及经济和社会福祉有关。因此，由于分数代表了数学成就的支柱，了解解释分数学习的因素是非常重要的。一些数字认知理论提出，一般的认知因素，如注意力或工作记忆，有助于学习数学。然而，最近的研究表明，哪些认知因素参与了分数学习，结果是不同的和矛盾的。识别解释分数知识的认知因素可能导致早期识别儿童潜在的数学学习困难，并制定干预措施以提高他们的成绩。因此，本文的目的是进行系统的文献综述，分析一些认知因素与分数知识之间的关系。系统的文献检索可以定义该主题的最新技术，确定研究中可能存在争议的来源，分析这些原因以识别研究之间的一致点和差异，并将所有这些信息指导到未来的研究方向。在教育研究完成，ERIC, MEDLINE初级搜索，PsycARTICLES和PsycINFO数据库上进行了系统的实证文章搜索。搜索于2017年9月进行，关键词为西班牙语，并翻译为英语。搜索词是“分数”(“fracciones”)和“认知能力”(“habilidad cognitiva”)、“认知过程”(“procesos cognitivos”)、“工作记忆”(“memoria de trabajo”)、“注意力”(“attention”)、“智力”(“intelligigencia”)、“处理速度”(“velocidad de procesamiento”)、“抑制”(“inhibition”)和“语言”(“lenguaje”)。文章纳入标准为:(a)实证研究，(b)学者年龄样本(6-18岁)，(c)发表在同行评议期刊上，(d)以西班牙语或英语撰写。13份出版物入选。他们一致认为注意力预测四年级至六年级学生分数概念和程序知识，(b)语言和流体智力解释了分数概念知识在系统教学的初始阶段，(c)中央执行系统预测分数概念在高水平分数教学中，但在学习的初始阶段。(d)当其他认知因素和数学能力，如注意力或整数计算技能被包括在解释模型中时，中央执行推理和流动推理不能预测程序分数知识。从广义上讲，这些结果与数字认知的一些理论模型一致，并表明认知过程和能力对学习分数很重要。这些结果有一些实际意义。分数学习可以通过使用最大化认知表现的教学策略和教学材料来改善。例如，使用新奇有趣的材料来教授分数，可以使学生集中注意力，保持注意力，提高学习效果。此外，短指令和低语言复杂性将有助于学生的注意力，工作记忆或语言困难进行分数活动，实现有意义的学习。另一方面，如果基本分数概念和程序在长期记忆中得到巩固，执行复杂分数活动的工作记忆负荷将会减少。因此，在进行更复杂的分数活动之前，教师应该验证学生已经学习和记忆了分数的基本概念。为了发展数学学习的理论认知模型，未来的研究可能会分析认知因素对分数知识的贡献主要是通过直接还是间接的影响(即通过它们对影响分数学习的其他数学知识领域的影响)。另一方面，用于测量认知因素的任务并不总是纯粹的，即在其执行过程中涉及不同的认知操作。未来的研究可能会使用潜在变量来识别认知任务之间的份额差异，从而识别涉及分数学习的主要认知因素。
{"title":"El conocimiento de las fracciones. Una revisión de su relación con factores cognitivos","authors":"Florencia Stelzer, M. Andrés, I. Introzzi, Lorena Canet-Juric, S. Urquijo","doi":"10.16888/interd.2019.36.2.12","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.12","url":null,"abstract":"Learning fractions presents large difficulties for many children and adults. This is a serious problem, because different studies have shown that fraction knowledge predicts advanced mathematics, like algebra. Adult mathematic knowledge is related to employment opportunities, participation in high-skills occupations and economic and social well-being. Therefore, since fractions represent a backbone in mathematics achievement, understanding the factors that explain fractions learning is very important. Some theories of numerical cognition propose that general cognitive factors, like attention or working memory, contribute to learning mathematics. However, recent research has shown different and contradictory results about which cognitive factors are involved in fraction learning. Identifing the cognitive factors that explain fraction knowledge could lead to early identification of children with potential math learning difficulties and the development of interventions to improve their achievement. Therefore, the aim of this article is to perform a systematic literature review to analyze the relationship among some cognitive factors and fraction knowledge. A systematic literature search could define the state of the art on this topic, identify possible sources of controversy among studies, analyze those reasons to recognize points of agreement and discrepancy among studies and direct all this information towards future research lines. A systematic search of empirical articles was done on Education Research Complete, ERIC, MEDLINE Primary Search, PsycARTICLES, and PsycINFO databases. Search was carried out on September of 2017, with keywords in Spanish and their translation into English. Search terms were “fractions” (“fracciones”) and “cognitive ability” (“habilidad cognitiva”), “cognitive processes” (“procesos cognitivos”), “working memory” (“memoria de trabajo”), “attention” (“atencion”), “intelligence” (“inteligencia”), “speed of processing” (“velocidad de procesamiento”), “inhibition” (“inhibicion”) and “language” (“lenguaje”). Articles inclusion criteria were: (a) empirical studies, (b) with scholar age samples (6-18 years old), (c) published on peer review journals, (d) written in spanish or english. Thirteen publications were selected. They agree about attention predicting conceptual and procedural knowledge of fractions between fourth and sixth grade, (b) language and fluid intelligence explains conceptual knowledge of fractions in the initial stage of its systematic teaching, (c) central executive predicts fractions concepts in advanced levels of fraction instruction but not in the initial stages of learning, (d) central executive and fluid reasoning does not predict procedural fraction knowledge when other cognitive factors and mathematical abilities, like attention or whole number calculation skills, are included in the explanation models. In broad terms, these results are in line with some theoretical models of numerical cognition and su","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134463942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.5
Eugenia López, Belén Mesurado, Paulina Guerra
El objetivo de este trabajo es estudiar la relacion entre los estilos de humor adaptativos (humor afiliativo y humor mejoramiento personal) y desadaptativos (humor agresivo y humor descalificacion personal) propuestos por Martin (2003), y las conductas agresivas fisicas y verbales. Se trabajo con una muestra de 100 adolescentes argentinos, entre 16 y 18 anos, de ambos sexos, quienes respondieron dos escalas: el Cuestionario de Agresividad Fisica y Verbal (Caprara y Pastorelli, 1993, version espanola de del Barrio, Moreno Rosset, Lopez y Martinez, 2001), y la version adaptada al espanol por Cayssials (2004) de la Escala de Estilos de Humor (Martin, 2003). Los resultados indican que el humor agresivo predice positivamente las conductas agresivas en general, tanto verbales como fisicas, mientras que el estilo de humor de mejoramiento personal mitiga las conductas agresivas evaluadas en general y las conductas agresivas verbales. Por ultimo, las conductas agresivas fisicas unicamente fueron predichas por el estilo de humor agresivo.
{"title":"Distintos estilos del sentido del humor y su relación con las conductas agresivas físicas y verbales en adolescentes argentinos","authors":"Eugenia López, Belén Mesurado, Paulina Guerra","doi":"10.16888/interd.2019.36.2.5","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.5","url":null,"abstract":"El objetivo de este trabajo es estudiar la relacion entre los estilos de humor adaptativos (humor afiliativo y humor mejoramiento personal) y desadaptativos (humor agresivo y humor descalificacion personal) propuestos por Martin (2003), y las conductas agresivas fisicas y verbales. Se trabajo con una muestra de 100 adolescentes argentinos, entre 16 y 18 anos, de ambos sexos, quienes respondieron dos escalas: el Cuestionario de Agresividad Fisica y Verbal (Caprara y Pastorelli, 1993, version espanola de del Barrio, Moreno Rosset, Lopez y Martinez, 2001), y la version adaptada al espanol por Cayssials (2004) de la Escala de Estilos de Humor (Martin, 2003). Los resultados indican que el humor agresivo predice positivamente las conductas agresivas en general, tanto verbales como fisicas, mientras que el estilo de humor de mejoramiento personal mitiga las conductas agresivas evaluadas en general y las conductas agresivas verbales. Por ultimo, las conductas agresivas fisicas unicamente fueron predichas por el estilo de humor agresivo.","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115798629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.10
Sandra Isabel Mejía Zapata
{"title":"Diversidad funcional e inclusión en Instituciones de Educación Superior (IES) en Medellín","authors":"Sandra Isabel Mejía Zapata","doi":"10.16888/interd.2019.36.2.10","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.10","url":null,"abstract":"","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132201846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.16888/interd.2019.36.2.17
María Paula Martinez Moretti, N. M. Torrecilla
El objetivo del presente trabajo fue realizar una revision bibliografica sobre el desarrollo de los ninos y ninas bajo cuidados alternativos institucionales y de familias de acogida temporal. Se realizo en diversas bases de datos cientificas: Science Direct, SciELO, Redalyc, PubMed, DialNet y Google Academico, utilizando las siguientes palabras claves: “desarrollo infantil”, “familias de acogida temporal”, “institucionalizacion”, “child development”, “temporary family foster care”, “residential care”. Fueron seleccionados 58 articulos, publicados en revistas cientificas de los ultimos 17 anos (periodo 2000-2017). Se incluye una sintesis de sus resultados organizando a la misma en dos apartados: en el primero se hace referencia a las condiciones de vida en el ambito institucional y al desarrollo infantil en dichas condiciones, y en el segundo, a los programas de familia de acogida temporal y al desarrollo tras la inclusion en estos programas. Se destacan los aspectos que restan profundizar.
{"title":"Desarrollo en las infancias institucionalizadas y en familias de acogida temporal: Una revisión bibliográfica","authors":"María Paula Martinez Moretti, N. M. Torrecilla","doi":"10.16888/interd.2019.36.2.17","DOIUrl":"https://doi.org/10.16888/interd.2019.36.2.17","url":null,"abstract":"El objetivo del presente trabajo fue realizar una revision bibliografica sobre el desarrollo de los ninos y ninas bajo cuidados alternativos institucionales y de familias de acogida temporal. Se realizo en diversas bases de datos cientificas: Science Direct, SciELO, Redalyc, PubMed, DialNet y Google Academico, utilizando las siguientes palabras claves: “desarrollo infantil”, “familias de acogida temporal”, “institucionalizacion”, “child development”, “temporary family foster care”, “residential care”. Fueron seleccionados 58 articulos, publicados en revistas cientificas de los ultimos 17 anos (periodo 2000-2017). Se incluye una sintesis de sus resultados organizando a la misma en dos apartados: en el primero se hace referencia a las condiciones de vida en el ambito institucional y al desarrollo infantil en dichas condiciones, y en el segundo, a los programas de familia de acogida temporal y al desarrollo tras la inclusion en estos programas. Se destacan los aspectos que restan profundizar.","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126806444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Las verbalizaciones que brindan los ninos permiten que los adultos conozcamos sus aprendizajes y pensamientos. En esta investigacion confluyen dos lineas de investigacion: una centrada en el impacto de los libros de imagenes en el aprendizaje de conceptos y otra referida a las justificaciones en la infancia. Se presentan dos estudios cuasi-experimentales con diseno de preprueba y posprueba. En el marco de la lectura conjunta de un libro de imagenes se presento a ninos de 3 y 4 anos de edad el concepto de camuflaje, con y sin la instruccion del adulto. Primero se analizaron las justificaciones que brindaron los ninos para fundamentar sus respuestas, tanto antes como despues de la lectura y luego, las categorias conceptuales a las que apelaron. Se observo que con instruccion los ninos de 4 anos, pero no los de 3, aprendieron el concepto, recurrieron al el para sustentar sus respuestas y complejizaron sus justificaciones con respecto a las que brindaron antes de la lectura. Por otro lado, los ninos de 4 anos que no recibieron instruccion, no aprendieron el concepto, ni apelaron a el para sustentar sus respuestas; ademas, no modificaron las justificaciones brindadas despues de la lectura. Los resultados aportan sustento empirico respecto al entrelazamiento entre instruccion, aprendizaje de conceptos y justificaciones en la infancia.
{"title":"Conceptos y justificaciones brindadas por niños de 3 y 4 años antes y después de ser instruidos acerca de camuflaje animal","authors":"Gabriela Raynaudo, O. Peralta","doi":"10.16888/I.V36I1.594","DOIUrl":"https://doi.org/10.16888/I.V36I1.594","url":null,"abstract":"Las verbalizaciones que brindan los ninos permiten que los adultos conozcamos sus aprendizajes y pensamientos. En esta investigacion confluyen dos lineas de investigacion: una centrada en el impacto de los libros de imagenes en el aprendizaje de conceptos y otra referida a las justificaciones en la infancia. Se presentan dos estudios cuasi-experimentales con diseno de preprueba y posprueba. En el marco de la lectura conjunta de un libro de imagenes se presento a ninos de 3 y 4 anos de edad el concepto de camuflaje, con y sin la instruccion del adulto. Primero se analizaron las justificaciones que brindaron los ninos para fundamentar sus respuestas, tanto antes como despues de la lectura y luego, las categorias conceptuales a las que apelaron. Se observo que con instruccion los ninos de 4 anos, pero no los de 3, aprendieron el concepto, recurrieron al el para sustentar sus respuestas y complejizaron sus justificaciones con respecto a las que brindaron antes de la lectura. Por otro lado, los ninos de 4 anos que no recibieron instruccion, no aprendieron el concepto, ni apelaron a el para sustentar sus respuestas; ademas, no modificaron las justificaciones brindadas despues de la lectura. Los resultados aportan sustento empirico respecto al entrelazamiento entre instruccion, aprendizaje de conceptos y justificaciones en la infancia.","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122673255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marina Ferroni, J. Barreyro, Milagros Mena, Beatriz Diuk
Reading speed is achieved based on automatic word recognition and, together with prosody, constitutes an essential link between word recognition and text comprehension. Despite the relevance of reading speed acquisition for success at school, a high percentage of children growing up in poverty contexts face difficulties in achieving automatic word recognition. Consequently, this paper aims to contribute to the understanding of difficulties in reading speed acquisition in children growing in poverty contexts. Two studies were designed. In the first study, in order to explore the origin of difficulties in developing word reading speed, a comparison of the cognitive profiles of children from low-income backgrounds with and without difficulties in this ability was carried out. In a previous study, norms were obtained for accuracy and speed in a word reading test. Participants were 168 6th grade children from several educational institutions attending children growing up in poverty contexts in Buenos Aires, Argentina. In the present study, the same word reading test was administered to 96 6th grade children. Based on the norms obtained in the previous study, two groups of children were identified: a group who performed at or above the 50th percentile in reading accuracy but below the 30th percentile in reading speed and another group performing at or above the 50th percentile in both measures. The first group was made up of 22 children, and the second one, of 46 children. The remaining 28 children were not included in the study because they performed below the 50th percentile in reading accuracy. Additional tests measuring phonological awareness, rapid naming, verbal memory and word spelling were administered to children in both groups. Between-groups comparisons in these tasks showed that children with speed acquisition difficulties underperformed the other group in the tests tapping phonological awareness, rapid naming and spelling. These results suggest that the children in the group experiencing reading difficulties were still using the phonological route for word recognition. The second study aimed to explore whether a specifically designed educational intervention could enable children with low reading speed from the previous study to increase their reading speed.Both groups of children (with and without reading speed difficulties) were administered two additional reading tests: an experimental test comprising target words which would subsequently be included in the training study for the children with reading speed difficulties; and a reading test of additional words and pseudo words not targeted in the training study, but considered transfer items because they comprised sub lexical units that were included in the target words to be trained during the intervention. These same reading tests were re-administered as a post-test, after the reading intervention for the reading speed difficulties group. The training study aimed to promote reading spe
{"title":"Perfiles cognitivos de niños de nivel socioeconómico bajo con dificultades en la velocidad lectora: análisis de los resultados de una intervención","authors":"Marina Ferroni, J. Barreyro, Milagros Mena, Beatriz Diuk","doi":"10.16888/I.V36I1.599","DOIUrl":"https://doi.org/10.16888/I.V36I1.599","url":null,"abstract":"Reading speed is achieved based on automatic word recognition and, together with prosody, constitutes an essential link between word recognition and text comprehension. Despite the relevance of reading speed acquisition for success at school, a high percentage of children growing up in poverty contexts face difficulties in achieving automatic word recognition. Consequently, this paper aims to contribute to the understanding of difficulties in reading speed acquisition in children growing in poverty contexts. Two studies were designed. In the first study, in order to explore the origin of difficulties in developing word reading speed, a comparison of the cognitive profiles of children from low-income backgrounds with and without difficulties in this ability was carried out. In a previous study, norms were obtained for accuracy and speed in a word reading test. Participants were 168 6th grade children from several educational institutions attending children growing up in poverty contexts in Buenos Aires, Argentina. In the present study, the same word reading test was administered to 96 6th grade children. Based on the norms obtained in the previous study, two groups of children were identified: a group who performed at or above the 50th percentile in reading accuracy but below the 30th percentile in reading speed and another group performing at or above the 50th percentile in both measures. The first group was made up of 22 children, and the second one, of 46 children. The remaining 28 children were not included in the study because they performed below the 50th percentile in reading accuracy. Additional tests measuring phonological awareness, rapid naming, verbal memory and word spelling were administered to children in both groups. Between-groups comparisons in these tasks showed that children with speed acquisition difficulties underperformed the other group in the tests tapping phonological awareness, rapid naming and spelling. These results suggest that the children in the group experiencing reading difficulties were still using the phonological route for word recognition. The second study aimed to explore whether a specifically designed educational intervention could enable children with low reading speed from the previous study to increase their reading speed.Both groups of children (with and without reading speed difficulties) were administered two additional reading tests: an experimental test comprising target words which would subsequently be included in the training study for the children with reading speed difficulties; and a reading test of additional words and pseudo words not targeted in the training study, but considered transfer items because they comprised sub lexical units that were included in the target words to be trained during the intervention. These same reading tests were re-administered as a post-test, after the reading intervention for the reading speed difficulties group. The training study aimed to promote reading spe","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128596105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La ayahuasca es una sustancia psicoactiva de origen amazonico, usada tradicionalmente con fines espirituales, medicos y religiosos. En la decada de los ‘90 adquiere gran popularidad, tanto a traves de las redes internacionales de espiritualidad y religiosidad, como en el denominado renacimiento de los estudios psicodelicos, donde se retoma la investigacion y experimentacion sobre los posibles usos clinicos de estas sustancias. El presente articulo tiene como objetivo la descripcion y analisis de los procesos de cura de cuatro casos de adicciones tratados en el Instituto de Etnopsicologia Amazonica Aplicada (IDEAA), un centro dedicado al tratamiento de adicciones, con pacientes espanoles llevados al Amazonas de Brasil. El procedimiento ha implicado una metodologia cualitativa del tipo biografica, bajo una mirada interdisciplinaria que integra enfoques cognitivos y culturales. En los resultados, se describen el proceso de intervencion utilizado en el centro y las narrativas biograficas de los casos estudiados. Se realiza unadescripcion de los distintos tipos de experiencias recurrentes durante los rituales de ayahuasca: revisiones biograficas, insights psicologicos, experiencias emocionales y/o trascendentales. Se analiza la importancia de la memoria de la experiencia, en tanto disparadora de nuevas reconfiguraciones en las narrativas biograficas de los sujetos, mostrandose la centralidad de dicha dinamica en el proceso terapeutico. Se analizan otros mecanismos especificos interviniendo en el proceso de cura de cada caso: psicosomaticos, simbolicos, de cognicion social y psiconeuroinmunologicos. Se concluye sobre la relevancia terapeutica del contexto ritual, social y cultural, asi como de las estrategias de integracion de la memoria de la experiencia en las narrativas biograficas de los sujetos.
{"title":"Ayahuasca en el tratamiento de adicciones. Estudio de cuatro casos tratados en IDEAA, desde una perspectiva interdisciplinaria","authors":"Ismael Eduardo Apud Peláez","doi":"10.16888/I.V36I1.588","DOIUrl":"https://doi.org/10.16888/I.V36I1.588","url":null,"abstract":"La ayahuasca es una sustancia psicoactiva de origen amazonico, usada tradicionalmente con fines espirituales, medicos y religiosos. En la decada de los ‘90 adquiere gran popularidad, tanto a traves de las redes internacionales de espiritualidad y religiosidad, como en el denominado renacimiento de los estudios psicodelicos, donde se retoma la investigacion y experimentacion sobre los posibles usos clinicos de estas sustancias. El presente articulo tiene como objetivo la descripcion y analisis de los procesos de cura de cuatro casos de adicciones tratados en el Instituto de Etnopsicologia Amazonica Aplicada (IDEAA), un centro dedicado al tratamiento de adicciones, con pacientes espanoles llevados al Amazonas de Brasil. El procedimiento ha implicado una metodologia cualitativa del tipo biografica, bajo una mirada interdisciplinaria que integra enfoques cognitivos y culturales. En los resultados, se describen el proceso de intervencion utilizado en el centro y las narrativas biograficas de los casos estudiados. Se realiza unadescripcion de los distintos tipos de experiencias recurrentes durante los rituales de ayahuasca: revisiones biograficas, insights psicologicos, experiencias emocionales y/o trascendentales. Se analiza la importancia de la memoria de la experiencia, en tanto disparadora de nuevas reconfiguraciones en las narrativas biograficas de los sujetos, mostrandose la centralidad de dicha dinamica en el proceso terapeutico. Se analizan otros mecanismos especificos interviniendo en el proceso de cura de cada caso: psicosomaticos, simbolicos, de cognicion social y psiconeuroinmunologicos. Se concluye sobre la relevancia terapeutica del contexto ritual, social y cultural, asi como de las estrategias de integracion de la memoria de la experiencia en las narrativas biograficas de los sujetos.","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116835845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margel Parra Fernández, O. Franco, S. Durán, Greta Badde
It has been confirmed that the organizations have faced various changes and challenges generated in the market, which have originated a new focus of study focused on people to execute the processes, emphasizing the creation of work methodologies that support the efforts of the employees to generate the changes, in such a way that the organizations can become global, flexible, productive, in addition to generate strategies oriented to the employee and the strategy to the client. In this sense, it is necessary to apply methods or techniques that allow optimizing the development of prod-uction processes, as well as the administration of organizations, by virtue of improving work activities and production processes. In this context, for the execution of organizational processes, a human talent is required that is committed and identified with the culture of the company, which is why the role played by the individual within any organization is highlighted. generate attitudes that promote communication, as a promoter of the functioning of the activities inherent to organizational change.The main of this research was to determine the relationship between the quality of the communication and the attitude of the employees towards processes of organizational chang. This objetive is proposed because some organizations treat all the changes as nonplanned change; that involves organizational change product of proactive and purposeful activities; inside in the business environment the human being define the attitudes as a process in which more is obtained than expected; adjusting the work, the objectives, purposes and goals established in the company. In this context, the organizational success or failure is caused by the employees do at the organization, the attitudes that they assume, the planned change that employees propose, also how they deal with the individuals and groups behavior. According to what has been said, make this research in relevant because it contributes to the scientific knowledge in the organizational change area. The study was carried out under an experimental design applying the resistance to change scale of Oreg (2006) in a sample collected online (n = 174) and composed of two random groups. To carry out this re- search, it was necessary to establish the sample criterion: we worked from an integrated sample with a total of 174 people, which were randomly selected, through social networks and the virtual campus of a distance university in Germany. The stratification of the sample was made up of women (53%) and men (47%), employees with ages mainly between 21 and 40 years of age (60%), between 40 and 60 years of age (36%) and others (4%). Regarding the level of education, we found that 70% of the participants had a bachelor's degree, 26% had a university degree and 4% others. The majority of the participants (68%) had a time of belonging to the company from 1 to 5 years and 32% had more than 10 years.In this research, a scale was used th
{"title":"Calidad de la comunicación y actitud de los empleados ante procesos de cambio organizacional","authors":"Margel Parra Fernández, O. Franco, S. Durán, Greta Badde","doi":"10.16888/I.V36I1.589","DOIUrl":"https://doi.org/10.16888/I.V36I1.589","url":null,"abstract":"It has been confirmed that the organizations have faced various changes and challenges generated in the market, which have originated a new focus of study focused on people to execute the processes, emphasizing the creation of work methodologies that support the efforts of the employees to generate the changes, in such a way that the organizations can become global, flexible, productive, in addition to generate strategies oriented to the employee and the strategy to the client. In this sense, it is necessary to apply methods or techniques that allow optimizing the development of prod-uction processes, as well as the administration of organizations, by virtue of improving work activities and production processes. In this context, for the execution of organizational processes, a human talent is required that is committed and identified with the culture of the company, which is why the role played by the individual within any organization is highlighted. generate attitudes that promote communication, as a promoter of the functioning of the activities inherent to organizational change.The main of this research was to determine the relationship between the quality of the communication and the attitude of the employees towards processes of organizational chang. This objetive is proposed because some organizations treat all the changes as nonplanned change; that involves organizational change product of proactive and purposeful activities; inside in the business environment the human being define the attitudes as a process in which more is obtained than expected; adjusting the work, the objectives, purposes and goals established in the company. In this context, the organizational success or failure is caused by the employees do at the organization, the attitudes that they assume, the planned change that employees propose, also how they deal with the individuals and groups behavior. According to what has been said, make this research in relevant because it contributes to the scientific knowledge in the organizational change area. The study was carried out under an experimental design applying the resistance to change scale of Oreg (2006) in a sample collected online (n = 174) and composed of two random groups. To carry out this re- search, it was necessary to establish the sample criterion: we worked from an integrated sample with a total of 174 people, which were randomly selected, through social networks and the virtual campus of a distance university in Germany. The stratification of the sample was made up of women (53%) and men (47%), employees with ages mainly between 21 and 40 years of age (60%), between 40 and 60 years of age (36%) and others (4%). Regarding the level of education, we found that 70% of the participants had a bachelor's degree, 26% had a university degree and 4% others. The majority of the participants (68%) had a time of belonging to the company from 1 to 5 years and 32% had more than 10 years.In this research, a scale was used th","PeriodicalId":356502,"journal":{"name":"Interdisciplinaria: Revista de Psicología y Ciencias Afines","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131813981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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